84

The Beginnings of Our Global Age: Europe, Africa, and Asia

Vocabulary Builder

1

1

SECTION

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Understand European motivation for exploring the seas.

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Analyze early Portuguese and Spanish explorations.

■

Describe European searches for a direct route to Asia.

Prepare to Read

Build Background Knowledge

Point out that the age of exploration began during the Renaissance. Ask students to recall key ideas and developments of the Renaissance. Then have them predict how these ideas would affect overseas explora-tion by Europeans.

Set a Purpose

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WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

The Search Is On

Ask

What did the Indonesian ruler mean by his statement?

(Because of differences in climate, spices could not be grown in Europe.)

Why was this sig-nificant?

(The only way for Europeans to get spices was to trade with Asia.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 1 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Reading Skill

Have students use the

Reading Strategy: Identify Causes and Effects

worksheet.

Teaching Resources, Unit 1,

p. 27

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 1,

p. 26;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

authority, p. 87

n.

the power to give commands and enforce obedienceWhen the president of the company is absent, the vice president has the

authority

to make decisions.

L3

L3

Answer

the desire for spices; Renaissance and reli-gious ideals

11

The Search for SpicesObjectives• Understand European motivations for exploring

the seas.• Analyze early Portuguese and Spanish

explorations.• Describe European searches for a direct route

to Asia.

Terms, People, and PlacesMoluccasPrince HenrycartographerVasco da GamaChristopher Columbus

Line of DemarcationTreaty of TordesillasFerdinand Magellancircumnavigate

Reading Skill: Identify Causes and EffectsExamine the text for clues that signal cause and effect. Then use a flowchart like this one to record major causes and effects of European exploration.

Throughout history, groups of people—from the ancient Greeks toMuslim Arabs and the Vikings of Scandinavia—had explored theseas, trading and migrating over long distances. The Europeansailors of the 1400s began a dramatic new period of exploration.

Motivations for Exploring the SeasEuropeans traded with Asians long before the Renaissance. TheCrusades introduced Europeans to many luxury goods from Asia,carried on complex overland routes through the Mongol empire ofthe 1200s and 1300s. The Black Death and the breakup of theMongol empire disrupted that trade. By the 1400s, though,Europe’s population was growing, along with its demand for tradegoods. The most valued items were spices, used to preserve food,add flavor to meat, and make medicines and perfumes. The chiefsource of spices was the Moluccas, an island chain in present-dayIndonesia, which Europeans then called the Spice Islands.

In the 1400s, Arab and Italian merchants controlled most tradebetween Asia and Europe. Muslim traders brought prized goods toeastern Mediterranean ports, and Italian traders carried them toEuropean markets. Europeans outside Italy knew that it would bemore profitable to gain direct access to Asia. They were also drivenby Renaissance curiosity to seek new lands.

What factors encouraged European exploration?

A French traveler in the 1400s illustrated workers harvesting pepper in southern India; a clove plant is shown at left.

The Search Is OnCinnamon, pepper, nutmeg, cloves . . . these and other spices were a vital part of the world economy in the 1400s. Because the spice trade was controlled by Arab merchants and traders, Europeans didn’t know how to get the spices they desperately wanted. Even when Europeans learned that spice plants could be obtained in Asia, they didn’t have a hope of growing them in Europe. As an Indonesian ruler boasted to a European trader,

“You may be able to take our plants, but you will never be able to take our rain.”

Europeans knew that the only way they could take control of the spice trade would be to establish sea routes to Asia—at any cost.

Focus Question How did the search for spices lead to global exploration?

PortugalLeads

Reasons toExplore

•

•

•

•

• Control trade•

WITNESS HISTORYWITNESS HISTORY AUDIO

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Chapter 2 Section

1

85

Solutions for All Learners

Teach

Motivations for Exploring

Instruct

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Introduce: Key Terms

Have students find the key term

Moluccas

(in blue) in the text, and identify its European name. Then have students locate the islands on the map on this page and trace the European sea routes to it.

■

Teach

Discuss why Europeans searched for new trade routes. Ask

Why did Europeans find potentially danger-ous sea routes preferable to over-land routes?

(They were quicker; they eliminated Arab middlemen; they allowed Europeans to get goods more cheaply by going straight to the source.)

■

Quick Activity

Have small groups of students identify an item that is of great value today, such as oil. Ask them to identify who controls that item, and dis-cuss what prevents people from obtain-ing it. Using the Numbered Heads strategy (TE, p. T23), have each group report its findings.

Independent Practice

Have students access

Web Code nbp-1411

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions.

Monitor Progress

As students fill in their flowcharts, circu-late to make sure they have identified the main causes and effects of early European exploration. For a completed version of the flowchart, see

Note Taking Transparencies,

119

Answers

Map Skills

1.

Review locations with students.

2.

Columbus sailed west to the West Indies across the Atlantic, then sailed east back to Spain.

3.

Sample: Because of geography and the technol-ogy of the time, there were few viable routes.

L1

Special Needs L2

Less Proficient Readers L2

English Language Learners

Ask students to create a chart with two columns. Label the columns “reasons to stay” and “reasons to explore.” Ask students to complete the chart with the reasons why people move or why they prefer to stay in one place. Then discuss how these same reasons would have applied in the Age of Exploration. Discuss the risks that overseas explorers were taking.

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

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Adapted Note Taking Study Guide, p. 45

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Adapted Section Summary, p. 46

L3

■

Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the flowchart showing the major causes and effects of early European exploration.

Reading and Note Taking Study Guide,

p. 45

120°E 150°E90°E60°E30°E30°W

Line

of D

emar

catio

n

90° W 0°

30° N

60° N

0°

30° S

60° S

IndianOcean

Atlant icOcean

Pac if icOcean

Pac if icOcean

Strait ofMagellan

MINGEMPIRE

KOREA

JAPAN

MUGHALEMPIRE

AZTECEMPIRE

SONGHAI

NEWFOUNDLAND

OTTOMANEMPIRE

INCAN

EMPIR

E

PhilippineIslandsMalay

Peninsula

Cape ofGood Hope

Cape Horn

SumatraEast Indies

West Indies

Moluccas

ASIA

AUSTRALIA

AFRICA

SOUTHAMERICA

NORTHAMERICA

EUROPE

Ceuta

Calicut

Explorers for Portugal Dias, 1487–1488 Da Gama, 1497–1499Explorers for Spain Columbus, 1492–1493 Balboa, 1510–1513 Magellan and Elcano, 1519–1522

Explorers for England Cabot, 1497Explorers for France Cartier, 1534–1535Explorers for the Netherlands Hudson, 1609

N

S

EW 10000 2000 mi

10000 2000 km

Miller Projection

Early Voyages of European Exploration, 1487–1609For: Audio guided tourWeb Code: nbp-1411

Map Skills Spain, England, France, and the Netherlands quickly followed Portu-gal’s lead in exploring the world by ship.

1. Locate (a) West Indies (b) East Indies (c) Line of Demarcation (d) Strait of Magellan

2. Describe Describe the route of Columbus.

Portugal Sails EastPrince Henry led the way in sponsoring exploration for Portugal, asmall nation next to Spain. First, Prince Henry’s navigators discoveredand claimed the Madeira and Azores islands to the west and southwestof Portugal. By 1415, Portugal had expanded into Muslim North Africa,seizing the port of Ceuta (SYOO tah) on the North African coast.

Mapping the African Coast Prince Henry saw great promise inAfrica. The Portuguese could convert Africans—most of whom practicedeither Islam or tribal religions—to Christianity. He also believed that inAfrica he would find the sources of riches the Muslim traders controlled.

Finally, Prince Henry hoped to find an easier way to reach Asia, whichmeant going around Africa. The Portuguese felt that with their expertknowledge and technology, they could accomplish this feat. At Sagres, insouthern Portugal, Henry gathered scientists, cartographers, or map-makers, and other experts. They redesigned ships, prepared maps, andtrained captains and crews for long voyages. Henry’s ships then slowlyworked their way south to explore the western coast of Africa.

Henry died in 1460, but the Portuguese continued their quest. In1488, Bartholomeu Dias rounded the southern tip of Africa. Despite theturbulent seas around it, the tip became known as the Cape of GoodHope because it opened the way for a sea route to Asia.

3. Draw Inferences Why do you think explorers from different countries fol-lowed similar routes?

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The Beginnings of Our Global Age: Europe, Africa, and Asia

History Background

Portugal Sails East

Instruct

■

Introduce

As students read about Prince Henry, point out that Prince Henry himself never sailed on a voyage of exploration. Ask

What motivated Prince Henry to make overseas exploration one of his life goals?

(He wanted to make Portugal a world power; he hoped to gain converts to Christianity.)

Did Prince Henry ful-fill his goals?

(He made Portugal a world power, but he did not succeed in spreading Christianity. He also encour-aged advances in navigation and mapmaking.)

■

Teach

Ask

What was Vasco da Gama’s major accomplishment?

(He found a sea route to India.)

How did da Gama establish a foothold for a Portuguese empire?

(He left Portu-guese merchants in India and forced a treaty upon an Indian ruler.)

■

Analyzing the Visuals

Display

Color Transparency 82: European Explorations for Spices, About 1500.

Use the lesson suggested in the transparency book to guide a discussion.

Color Transparencies,

82

Independent Practice

Primary Source

To help students better understand the role of cartography in the age of exploration, have them read the selection

Mercator Projection

and answer the questions on the worksheet.

Teaching Resources, Unit 1,

p. 28

Monitor Progress

Ask students to write a paragraph explaining how and why Portugal took the lead in overseas exploration. Check that students have emphasized the key role of Prince Henry.

Answer

The Portuguese established forts or took over cities that were centers of trade; over time, they connected them into a large empire.

Navigation—Past and Present

The astrolabe made long sea voyages possible—but the navigation tool wasn’t easy to use. To use the astrolabe, the sailor needed to hold it steady so that he could take a read-ing on a star or the sun. The ship’s deck often heaved and rolled, making it nearly impossible to hold the astrolabe still. As a result, errors of hundreds of miles were often made. Keeping accurate time was another

problem. Early explorers used an hourglass to mark the passage of each half hour. Forgetting to turn over the glass was disastrous; each minute lost could put a ship 15 miles off course.

Today, sailors navigate using GPS, or the Global Positioning System. Based on a network of satellites in orbit around Earth, GPS can pinpoint a location to within 50 feet, no matter where the user is.

L3 Seeking India In 1497, Portuguese navigator Vasco da Gama fol-lowed in Dias’s footsteps, leading four ships around the Cape of GoodHope. Da Gama, however, had plans to go farther. After a ten-month voy-age, da Gama reached the great spice port of Calicut on the west coast ofIndia. On the long voyage home, the Portuguese lost half their ships, andmany sailors died of hunger, thirst, and scurvy, a disease caused by alack of vitamin C in the diet.

Despite the hard journey, the venture proved highly profitable. InIndia, da Gama had acquired a cargo of spices that he sold at an enor-mous profit. He quickly outfitted a new fleet, seeking greater profits. In1502, he forced a treaty on the ruler of Calicut. Da Gama then left Portu-guese merchants there whose job was to buy spices when prices were lowand store them until the next fleet could return. Soon, the Portuguesehad seized key ports around the Indian Ocean, creating a vast tradingempire. Da Gama’s voyages confirmed Portugal’s status as a world power.

How did Portuguese exploration lead to the creation of a trading empire?

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Chapter 2 Section

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Link to Science

Columbus Sails West

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition. Ask them to predict who might

authorize

a European voyage of exploration.

■

Teach

Emphasize the importance of the voyages of Columbus in shaping European knowledge of the world. Ask

What were the main accomplish-ments of Columbus?

(Columbus was the first European to reach the Ameri-cas, and he motivated other explorers.)

How did the Treaty of Tordesillas affect competition among Euro-pean nations? Why?

(It intensified competition, because European nations felt they needed to claim land quickly before there was nothing left to discover.)

■

Analyzing the Visuals

Have students review the Infographic on these pages. Ask students to compare the two world maps on this page, and then explain how new technology helped produce the more accurate world map.

Independent Practice

Have students fill in the Outline Map

Global Explorations

, labeling the major routes with the correct explorer.

Teaching Resources, Unit 1,

p. 34

Monitor Progress

Circulate to make sure students are fill-ing in their Outline Maps accurately by labeling the routes with the correct explorer.

Answers

Thinking Critically

1.

It doesn’t show geographical locations or fea-tures accurately; its only use is as a navigation tool.

2.

Unlike the magnetic compass, the astrolabe could not be used when bad weather limited the sky’s visibility.

Scurvy

This vitamin C deficiency disease was a fre-quent problem for sailors, who often did not eat enough fresh fruits and vegetables while at sea. One sufferer described the horror of scurvy in graphic terms: “It rotted all my gums, which gave out a black and putrid blood. My thighs and lower legs were black and gangrenous, and I was forced to use my knife each day to cut into the flesh in order to release this black and foul blood. I also used my knife on my gums, which

were livid and growing over my teeth. . . . Many of our people died of it every day.”

Native Americans from what is now Canada were familiar with the disease and offered afflicted Europe-ans a cure made from brewed hemlock branches. It wasn’t until 1753 that Scottish naval surgeon James Lind prescribed the consumption of orange, lemon, or lime juice, all loaded with vitamin C, as a preventive and curative measure.

Columbus Sails WestNews of Portugal’s successes spurred other people to look for a sea route toAsia. An Italian navigator from Genoa, named Christopher Columbus,wanted to reach the East Indies—a group of islands in Southeast Asia,today part of Indonesia—by sailing west across the Atlantic. Like mosteducated Europeans, Columbus knew that Earth was a sphere. A fewweeks sailing west, he reasoned, would bring a ship to eastern Asia. Hisplan made sense, but Columbus greatly underestimated Earth’s size. Andhe had no idea that two continents lay in his path.

Reaching Faraway Lands Portugal refused to sponsor him, butColumbus persuaded Ferdinand and Isabella of Spain to finance his voy-age. To increase their authority, the Spanish rulers had taken radicalmeasures, including expelling Jews from Spain. They hoped their actionswould strengthen Catholicism. However, the loss of some of Spain’s mostaffluent and cultured people weakened the nation. The rulers hopedColumbus’s voyage would bring wealth and prestige.

Vocabulary Builderauthority—(uh THAWR uh tee) n. the power to give commands and enforce obedience

Thinking Critically1. Synthesize Information Why

would a portolan map be inappropriate as a resource for a geography class?

2. Draw Inferences Whatlimitations did the astrolabe have that the magnetic compass did not?

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The Beginnings of Our Global Age: Europe, Africa, and Asia

Solutions for All Learners

The Search for a Direct Route Continues

Instruct

■

Introduce: Key Terms

Have students find the key term

circumnavigate

(in blue) in the text. Elicit from students the difficulties that Magellan would have had to overcome to carry out this feat. Point out the quotation by Pigafetta at the end of this section. Have students discuss what compelled him to make that statement.

■

Teach

As you describe Magellan’s voy-age, trace it on a world map. Ask

Why did European monarchs fund such risky voyages by navigators?

(They were willing to take risks in exchange for the possibility of claiming new lands, finding a northwest passage, or discovering sources of wealth.)

What was Magellan’s basic mistake when planning and carrying out his voy-age?

(He greatly underestimated the size of the Pacific Ocean.)

■

Quick Activity

Have students take on the roles of sailors aboard Magellan’s ship. Explain that they have just passed through the Strait of Magellan. Ask them to debate whether they should return to Spain the way they came or keep going across the Pacific. Students should use maps and infor-mation from the section to support their positions.

Independent Practice

Biography

To help students better understand the age of exploration, have them read the biography

Ferdinand Magellan

and answer the questions on the worksheet.

Teaching Resources, Unit 1,

p. 30

Monitor Progress

Check Reading and Note Taking Study Guide entries for student understanding.

Answers

BIOGRAPHY

Henry appears to be a solemn, thoughtful, and impressive figure.

His discoveries prompted Spain to obtain the treaty, ensuring that the lands Columbus dis-covered, along with future discoveries, would belong to Spain.

L4

Advanced Readers L4

Gifted and Talented

Explain to students that there has been much debate recently about the celebration of Columbus Day. Some argue that this is a misguided holiday because Colum-bus’ arrival in the New World caused so much damage to the native people. Others contend that Columbus demonstrated great courage in his exploration and

that his actions indirectly led to the creation of the United States. Organize the class into three groups. The first will argue for the holiday, the second against. The third will act as a panel, hearing arguments from both sides and then asking questions of the groups. The panel will decide which group has made the better argument.

L3 BIOGRAPHYBIOGRAPHY

On August 3, 1492, Columbus sailed west with three small ships, theNiña, the Pinta, and the Santa María. Although the expedition encoun-tered good weather and a favorable wind, no land came into sight formany weeks. Provisions ran low, and the crew became anxious. Finally,on October 12, land was spotted.

Columbus spent several months cruising the islands of the Caribbean.Because he thought he had reached the Indies, he called the people of theregion “Indians.” In 1493, he returned to Spain to a hero’s welcome. Inthree later voyages, Columbus remained convinced that he had reachedthe coast of East Asia. Before long, though, other Europeans realizedthat Columbus had found a route to previously unknown continents.

Dividing the Globe in Half In 1493 Ferdinand and Isabella appealedto the Spanish-born Pope Alexander VI to support their claim to thelands of the new world. The pope set a Line of Demarcation, dividingthe non-European world into two zones. Spain had trading and explora-tion rights in any lands west of the line. Portugal had the same rightseast of the line. The specific terms of the Line of Demarcation wereagreed to in the Treaty of Tordesillas, signed between the two coun-tries in 1494. The actual line was unclear, because geography at the timewas imprecise. However, the treaty made it obvious to both Spain andPortugal—and to other European nations, eager to defy what they saw asSpain and Portugal’s arrogance—that they needed to build their ownempires quickly.

Naming the Western Hemisphere An Italian sea captain namedAmerigo Vespucci wrote a journal describing his voyage to Brazil. In1507, a German cartographer named Martin Waldseemüller used Ves-pucci’s descriptions of his voyage to publish a map of the region, which helabeled “America.” Over time, the term “Americas” came to be used forboth continents of the Western Hemisphere. The islands Columbus hadexplored in the Caribbean became known as the West Indies.

How did Columbus influence the Treaty of Tordesillas?

Henry the NavigatorAll of the European explorers owed adebt to Prince Henry (1394–1460),whose Christian faith, curiousity, andnational pride ushered in the great ageof European exploration. The Englishnicknamed Henry “the Navigator.” YetHenry himself, who sponsored andencouraged navigators, geographers,and merchants, never traveled theseas. Henry’s work required financialrisks, and his enthusiasm motivated hisnavigators to take great personal risks.Henry also inspired generations oflater explorers. What characteristicsdoes the artist ascribe to Henry(center figure in black)?

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Chapter 2 Section

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L1

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 1, p. 22

■ To further assess student under-standing, use

Progress Monitoring Transparencies, 58

ReteachIf students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide, p. 46

Adapted Reading and Note Taking Study Guide, p. 46

Spanish Reading and Note Taking Study Guide, p. 46

ExtendSee this chapter’s Professional Development pages for the Extend Online activity on the risks and rewards of explo-ration.

Answer

His discovery of the Pacific Ocean established Spain’s claim to it and the land surrounding it, and spurred Magellan to seek a direct sea route to the Pacific and the East Indies beyond.

Section 1 Assessment

1. Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2. As explorers sought sea routes to the Spice Islands, they made new discoveries that prompted further exploration.

3. Renaissance ideals such as curiosity, reli-gious faith, and the expanding Renais-sance worldview, encouraged exploration.

4. His faith prompted him to support explora-tion because the people encountered as a result could be converted to Christianity.

5. Sample: Columbus’ great curiosity would most likely have prompted him to under-take the voyage no matter what the risks.

6. Sample: Magellan’s accomplishment on Portugal’s behalf would have further stimulated competition among the other European nations.

● Writing About HistoryResponses should show an understanding of how to use specific details to support a point of view in a biographical essay. They should include at least three details about the sub-ject of the essay.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-1411.

L3

L3

L2

L2

L4

11

The Search for a Direct Route ContinuesThough Europeans had claimed vast new territories, they had not yetfound a direct route to Asia. The English, Dutch, and French exploredthe coast of North America unsuccessfully for a “northwest passage,” or aroute from the Atlantic Ocean to the Pacific through the Arctic islands.Meanwhile, in 1513 the Spanish adventurer Vasco Núñez de Balboa,helped by local Indians, hacked a passage westward through the tropicalforests of Panama. From a ridge on the west coast, he gazed at a hugebody of water. The body of water that he named the South Sea was in factthe Pacific Ocean.

On September 20, 1519, a minor Portuguese nobleman namedFerdinand Magellan set out from Spain with five ships to find a way toreach the Pacific. Magellan’s ships sailed south and west, through stormsand calms and tropical heat. At last, his fleet reached the coast of SouthAmerica. Carefully, they explored each bay, hoping to find one that wouldlead to the Pacific. In November 1520, Magellan’s ships entered a bay atthe southern tip of South America. Amid brutal storms, rushing tides,and unpredictable winds, Magellan found a passage that later becameknown as the Strait of Magellan. The ships emerged into Balboa’s SouthSea. Magellan renamed the sea the Pacific, from the Latin word meaningpeaceful.

Their mission accomplished, most of the crew wanted to return toSpain the way they had come. Magellan, however, insisted that theypush on across the Pacific to the East Indies. Magellan underestimatedthe size of the Pacific. Three more weeks, he thought, would bring themto the Spice Islands. Magellan was wrong. For nearly four months, theships plowed across the uncharted ocean. Finally, in March 1521, thefleet reached the Philippines, where Magellan was killed. OnSeptember 8, 1522, nearly three years after setting out, the survivors—one ship and 18 sailors—reached Spain. The survivors had been the firstpeople to circumnavigate, or sail around, the world. Antonio Pigafetta,one of the few survivors of the expedition, observed: “I believe of a cer-tainty that no one will ever again make such a voyage.”

What was the significance of Balboa’s discovery?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-1411

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Identify Causes and Effects Use your completed flowchart to answer the Focus Question: How did the search for spices lead to global exploration?

Comprehension and Critical Thinking

3. Recognize Cause and Effect Howdid the Renaissance motivate European explorers?

4. Recognize Ideologies How did Prince Henry’s Christian faith shape his role as a sponsor of exploration?

5. Identify Alternatives If Columbus had understood the real geography of the world, would he still have made his voyage? Why or why not?

6. Predict Consequences What effect might Magellan’s circumnavigation of the world have on English, Dutch, and French explorers?

● Writing About History

Quick Write: Gather InformationChoose one of the following people from this section for a biographical essay: Prince Henry, Christopher Columbus, or Ferdinand Magellan. Gather information about the person you chose. Note events that were both directly and indirectly influenced by this person.

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